TEACHERS' PERCEPTION OF PROBLEM SOLVING METHOD IN TEACHING SOCIAL STUDIES: THE AFFECTIVE DOMAIN

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dc.contributor.authorAUDU, ANEBI ROMEO PATRICK
dc.date.accessioned2014-02-11T12:46:25Z
dc.date.available2014-02-11T12:46:25Z
dc.date.issued1996-05
dc.descriptionIN PARTIAL FULFIlLMENT FOR THE AWARD OF MASTER DEGREE IN EDUCATION IN CURRICULUM AND INSTRUCTION (SOCIAL STUDIES) DEPARTMENT OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA MAY 1996.en_US
dc.description.abstractSocial Studies has suffered from poor teaching and learning owning to teachers attitudes towards the use of its teaching methods. More often than not, geography or history teachers are given Social Studies to teach in schools, regardless of their areaa of specialization and interests. Also Social Studies experts concentrate on the use of lecture method and note taking in imparting knowledge to the detriment of other innovative and pragmatic methods such as problem solving method, simulation and field trip. The fundamental assumption of this study is that teachers dc not seen to be aware of the problem solving approach as a Social Studies teaching method. This investigation is therefore undertaken primarily to determine the degree of teachers awareness of the problem solving approach in teaching Social Studies in the affective domain, how often they use other instructional methods and to suggest how best the problem solving method can be used to enhance the effective teaching and learning of the subject. The survey was based on a descriptive analysis of teachers perception of the problem solving approach focusing on Zaria Education zone. The study involved a stratified random sample of 30 schools with 75 teachers from a total of 45 schools with 110 hers in the zone. The instrument used for data collection was questionnaire while T.test statistic was used for the hypotheses testing. Based on the fundamental assumption underlying the study, six research questions and five hypotheses were advanced for the investigation. From the investigation, it was discovered that although teachers are generally aware of problem solving approach, they rarely use it. Further findings revealed that simulation games, field trip a n d project method were also rarely used, while note taking and lecture method were most popularly used by teachers. Among the five hypotheses, three were rejected while two were retained. Based on these and other findings, some recommendations were made for implementation and improvement of Social Studies teachingen_US
dc.identifier.urihttp://hdl.handle.net/123456789/1274
dc.language.isoenen_US
dc.subjectTEACHERS' PERCEPTION,en_US
dc.subjectSOLVING,en_US
dc.subjectTEACHING SOCIAL STUDIESen_US
dc.subjectAFFECTIVE DOMAINen_US
dc.titleTEACHERS' PERCEPTION OF PROBLEM SOLVING METHOD IN TEACHING SOCIAL STUDIES: THE AFFECTIVE DOMAINen_US
dc.typeThesisen_US
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